The analogy of a tapestry is used to provide instructional techniques and practices to help teachers of English as a Second Language (ESL) "weave" together environmental factors (classroom interaction, input) and learner cognitive, affective, and social characteristics (learning styles, strategies, motivation) according to the needs of the learner. An introductory section explains this approach. Chapters in the second section explain in greater detail the nature and roles of salient elements in second language learning: developmental factors; language-promoting interaction; characteristics of individual learners; and the notion of communicative competence. The third part discusses the integration of language skills ("interwoven strands") in ESL instruction, as contrasted with the discrete-skills approach. The first chapter offers the rationale for the integrated-skills approach, and subsequent chapters address the skills individually, explaining useful instructional practices, materials, and activities reflecting the tapestry approach. Chapter topics include reading, writing, listening, speaking, grammar, and culture. Contains a substantial bibliography. Contents are indexed. (MSE)